Exploring International Investment through a Classroom Portfolio Simulation Project

Autor/inn/en	Chen, Xiaoying; Yur-Austin, Jasmine
Titel	Exploring International Investment through a Classroom Portfolio Simulation Project
Quelle	In: Journal of Teaching in International Business, 24 (2013) 1, S.21-30 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2013.810054
Schlagwörter	Investment; Portfolios (Background Materials); International Trade; Finance Occupations; Economics; Teaching Methods; Thinking Skills; Business Administration Education; Global Approach; Computer Simulation; Graduate Study; Masters Programs; Spreadsheets; Scoring Rubrics; Reports; Student Attitudes; Feedback (Response) + Suchen Sie Ihr Suchwort? Investments; Geldanlage; Investiton; Trade; International relations; Handel; Internationale Beziehungen; Finanzbuchhalter; Volkswirtschaftslehre; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Globales Denken; Computergrafik; Computersimulation; Aufbaustudium; Graduiertenstudium; Hauptstudium; Magister course; Magisterstudiengang; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Scoring formulas; Auswertungsbogen; Abschlussbericht; Berichten; Schülerverhalten
Abstract	A rapid integration of financial markets has prevailed during the last three decades. Investors are able to diversify investment beyond national markets to mitigate return volatility of a "pure domestic portfolio." This article discusses a simulation project through which students learn the role of international investment by managing their own portfolios. The article explains the project's investment ground rule, trading requirement, and grading rubric. The students are required to examine many important factors in international business such as currency risks and regional policies. The structure of this project can also be applied to a course involving student-managed investment funds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10